Unit
1
Number Concepts
Unit Overview
In this unit you will explore prime and composite
numbers. You will find prime factorizations. You
will learn what greatest common factor and least
common multiple are. You will also compare and
order fractions, decimals, and integers.
Academic Vocabulary
© 2010 College Board. All rights reserved.
Add these words to the academic vocabulary
portion of your math notebook.
absolute value
factors
additive inverse
integer
exponent
prime number
Essential Questions
?
How can you use a prime
factorization to find the
greatest common factor of
two or more numbers?
?
Why can you use either a
fraction or a decimal to name
the same rational number?
EMBEDDED
ASSESSMENTS
These assessments, following
activities 1–4 and 1–8, will give
you an opportunity to demonstrate
what you have learned about using
factors and factoring and about
comparing and ordering fractions,
decimals, and integers.
Embedded Assessment 1
Divisibility, GCF, and LCM
p. 23
Embedded Assessment 2
Fractions, Decimals, and
Integers
p. 54
1
UNIT 1
Getting
Ready
Write your answers on notebook paper.
Show your work.
1. Jack has 279 trading cards and Liz has
297 trading cards.
a. What operation would you use to find
how many they have together?
b. How would you decide who has more
trading cards?
c. How can you find out how many more
cards that person has?
2. Rosa picked 6 dozen zinnias.
a. What operation would you use to find
the number of zinnias she picked?
b. How many zinnias did she pick?
c. What operation would you use to find
the number of bunches of 18 zinnias
she can make from the zinnias she
picked?
3. Write the four facts in the fact family for
6, 7, and 42.
5. The grid below represents the number 1.
Write the number shown by the shaded part
of the grid as a fraction and as a decimal.
5.
6. Use a model to represent the fraction __
8 __
Then explain why your model represents 5 .
8
3
__
7. Is 1 closer to 1 or to 2? Explain your
4
answer.
8. Round each number to the nearest ten and
to the nearest hundred.
a. 21 b. 77
c. 949 d. 1492
9. Order the following numbers from least to
greatest:
30 303 11 31 1111 313 333
© 2010 College Board. All rights reserved.
4. Why is 4 × 9 equal to 9 × 4?
2
SpringBoard® Mathematics with Meaning™ Level 1
Prime and Composite Numbers
Lockers in View
SUGGESTED LEARNING STRATEGIES: Shared Reading, Role Play,
Activating Prior Knowledge, Look for a Pattern, Think/Pair/Share,
Debriefing, Group Presentation, Question the Text
ACTIVITY
1.1
My Notes
Euler Middle School has 500 lockers, numbered from 1 through
500. On the first day of summer vacation, the custodian opens and
cleans all of them, leaving the doors open.
During the remaining days of summer vacation, she checks the
lockers to make sure that their doors do not squeak. However, as
time goes on, she checks fewer and fewer of them. On the second
day, she goes through the school and closes every second locker,
beginning with Locker 2.
1. At the end of Day 2, Mr. Chang looks out the door of his
classroom, where he can see lockers 1 through 10.
a. Which of these are open and which are closed?
© 2010 College Board. All rights reserved.
b. Tell how you decided which lockers were open or closed.
What patterns did you notice?
2. At the same time, Mrs. Fisher is looking out the door of her
classroom further down the hall, where she can see lockers 110
through 120. Using the patterns you noticed in question 1, tell
which of these lockers are open and which are closed.
3. On Day 3, the custodian changes the door of every third locker,
beginning with Locker 3; if she finds the locker closed, she
opens it, and if she finds the locker open, she closes it.
a. At the end of Day 3, which of the 10 lockers across from
Mr. Chang’s room (Lockers 1 through 10) change?
b. Tell how you decided which lockers changed from open to
closed, or from closed to open. What patterns did you notice?
MATH TERMS
In the first part of this unit, you
will be working with natural
numbers. Natural numbers,
sometimes called counting
numbers, are 1, 2, 3, 4, and
so on. Natural numbers are
related to the whole numbers.
Whole numbers are the natural
numbers plus zero: 0, 1, 2, 3,
and so on.
c. At the end of Day 3, which lockers across from Mrs. Fisher’s
room (Lockers 110 through 120) are changed?
Unit 1 • Number Concepts
3
ACTIVITY 1.1
Prime and Composite Numbers
continued
Lockers in View
SUGGESTED LEARNING STRATEGIES: Activating Prior
Knowledge, Role Play, Look for a Pattern, Think/Pair/
Share, Debriefing, Group Presentation, Shared Reading,
Question the Text, Create Representations
My Notes
4. The custodian continues changing locker doors on Day 4.
a. Explain what she does on Day 4 and tell which locker she
begins with.
b. Which lockers across from Mr. Chang’s room (lockers 1
through 10) will be changed at the end of this day?
c. Tell how you decided which lockers were changed. What
patterns did you notice?
d. Which lockers across from Mrs. Fisher’s room (Lockers 110
through 120) will be changed at the end of Day 4?
In the table below mark an “X” in each box that shows a day on
which the locker changes. The first row is filled in for you.
CONNECT TO AP
The ability to organize mathematical
information and to identify and
describe patterns is essential for
both AP Calculus and AP Statistics.
4
Day
1
2
3
4
5
6
7
8
9
10
1
X
SpringBoard® Mathematics with Meaning™ Level 1
2
X
3
X
Locker Numbers
4
5
6
X
X
X
7
X
8
X
9
X
10
X
© 2010 College Board. All rights reserved.
5. The custodian continues this pattern: on Day 5, she changes
every fifth locker; on Day 6, she changes every sixth locker; on
Day 7, she changes every seventh locker; on Day 8, she changes
every eighth locker; on Day 9, she changes every ninth locker;
and on Day 10, she changes every tenth locker.
Prime and Composite Numbers
ACTIVITY 1.1
continued
Lockers in View
SUGGESTED LEARNING STRATEGIES: Create Representations,
Look for a Pattern, Debriefing, Think/Pair/Share,
Self/Peer Revision, Interactive Word Wall, Quickwrite,
Group Presentation
My Notes
6. Use patterns in the table in Question 5 to complete this table.
Locker Number
Days the Locker
Changes
Total Number of
Times the Locker
Changes
1
2
3
4
5
6
7
8
9
10
7. Use at least one locker in the list to explain why the numbers in
the “Days the Locker Changes” column are factors .
ACADEMIC VOCABULARY
© 2010 College Board. All rights reserved.
A factor is one of the numbers you
multiply to get a product.
8. What do you notice about the numbers in the column “Total
Number of Times the Locker Changes”? Explain using at least
one example.
9. The custodian continues this pattern for the entire summer.
a. On which days will Locker 12 be changed? Use factors to
explain your answer.
b. On which days will Locker 37 be changed? Explain below.
Unit 1 • Number Concepts
5
ACTIVITY 1.1
Prime and Composite Numbers
continued
Lockers in View
My Notes
ACADEMIC VOCABULARY
A prime number is a natural
number greater than 1 that has
exactly two factors, 1 and itself.
SUGGESTED LEARNING STRATEGIES: Interactive Word
Wall, Think/Pair/Share, Debriefing, Quickwrite, Look for a
Pattern, Shared Reading, Summarize/Paraphrase/Retell,
Predict and Confirm
Some of the lockers in the school will only be changed two times,
on Day 1 and again on the day of the locker’s number. Numbers
that have only two factors are called prime numbers .
10. List the locker numbers from 1 through 10 that are prime
numbers.
11. Some of the lockers will change on more than two days.
Numbers that have more than two factors are called composite
numbers. List the locker numbers from 1 through 10 that are
composite numbers.
MATH TERMS
A composite number is a
natural number that has more
than two different factors.
12. One of the locker numbers from 1 through 10 is not in the list
of prime numbers or the list of composite numbers. Tell which
number is not on either list and explain why.
14. Is 100 a prime number or a composite number? Explain how
you know.
15. In the set of numbers from 1 through 100, do you think
there are more prime numbers or composite numbers? Make a
prediction and explain your thinking.
6
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
13. On what days and how many times will Locker 100 be
changed? Explain how you determined your answer.
Prime and Composite Numbers
ACTIVITY 1.1
continued
Lockers in View
SUGGESTED LEARNING STRATEGIES: Predict and Confirm,
Create Representations, Look for a Pattern, Debriefing,
Quickwrite
My Notes
16. Use the 100 grid below to confirm your prediction.
a. First, find the number that is neither prime nor composite.
What number is that? Circle the number.
b. Second, shade the squares of all the numbers that have 2 as
a factor and are composite, but do not shade the number 2.
Why is 2 not shaded?
c. Third, find the next prime number. Shade the square of all
the composite numbers that have this number as a factor.
Do not shade the prime number.
d. Continue finding prime numbers and shading in composite
numbers that have them as factors until only 1 and prime
numbers are left unshaded in the grid.
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
© 2010 College Board. All rights reserved.
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
CONNECT TO HISTORY
In the third century B.C.E.,
Eratosthenes, a Greek scholar
and athlete, developed the
process you used in Question 16
to find the prime numbers in a list
of numbers. This method is now
called the Sieve of Eratosthenes.
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
e. Are there more prime or composite numbers in the set of
numbers from 1 through 100? Explain why this is true.
f. Was your prediction correct?
Unit 1 • Number Concepts
7
ACTIVITY 1.1
Prime and Composite Numbers
continued
Lockers in View
CHECK YOUR UNDERSTANDING
Write your answers
answers on
on notebook
notebook paper.
paper.Show
Showyour work.
4. List the prime numbers between
your work.
52 and 76.
1. Describe any pattern you see in each set of
numbers.
a. 2, 4, 6, 8
b. 3, 6, 9, 12
c. 2, 3, 5, 8, 12
d. 2, 3, 5, 8, 13
2. List all the factors of each number.
a. 18
b. 27
c. 23
6. Is the number 51 prime or composite?
Explain your answer.
7. If a number is not prime, does it have to
be composite? Explain your answer.
8. Give three examples of composite
numbers and tell why they are composite.
9. Give three examples of prime numbers
and tell why they are prime.
10. MATHEMATICAL How can knowing
R E F L E C T I O N whether a number is
prime or composite help as you work
in math?
© 2010 College Board. All rights reserved.
3. List the composite numbers between
89 and 97.
5. Is the number 99 prime or composite?
Explain your answer.
8
SpringBoard® Mathematics with Meaning™ Level 1
Divisibility Rules
I’ll Take…, You’ll Take…
ACTIVITY
1.2
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Quickwrite, Create Representations
My Notes
Your teacher has challenged the class to play a game called I’ll
Take…,You’ll Take…. Your teacher knows the rules of the game but
you do not. You will have to discover the rules as you play.
Teacher Score
I’ll Take …, You’ll Take
Class Score
I’ll Take …, You’ll Take
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
11 12 13 14 15
6
7
8
9
10
16 17 18 19 20
11 12 13 14 15
21 22 23 24 25
16 17 18 19 20
26 27 28 29 30
21 22 23 24 25
31 32 33 34 35
26 27 28 29 30
36 37 38 39 40
31 32 33 34 35
41 42 43 44 45
36 37 38 39 40
46 47 48 49 50
41 42 43 44 45
46 47 48 49 50
1. Play several rounds of the game. Use the game forms in the side
margin space. Then write the game rules in the space below.
Explain how to play and how to make points.
I’ll Take …, You’ll Take
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15
16 17 18 19 20
© 2010 College Board. All rights reserved.
21 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
41 42 43 44 45
46 47 48 49 50
Unit 1 • Number Concepts
9
ACTIVITY 1.2
Divisibility Rules
continued
I'll Take..., You'll Take...
SUGGESTED LEARNING STRATEGIES: Self/Peer Revision,
Think/Pair Share, Group Presentation
My Notes
2. Explain what it means for one number to be a factor of another
and give an example.
Factors of numbers are usually
listed in numerical order.
3. List all the factors for each number.
The factor pairs for 9 are
1 × 9, 3 × 3, and 9 × 1.
13
The factors of 9 are 1, 3, and 9.
24
49
36
75
40
31
47
50
4. Write a strategy that will help you win the game I’ll Take…,
You’ll Take…. Explain why this is a good strategy.
10
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
48
Divisibility Rules
ACTIVITY 1.2
continued
I'll Take..., You'll Take...
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Quickwrite
My Notes
Knowing how to find the factors of numbers is useful for this game
and for many problems in mathematics. Now learn more about
factors by exploring how some numbers and their factors are related.
5. Explore 2 as a factor.
a. Circle each number that has 2 as a factor.
14
18
27
45
96
89
16
68
25
b. What do you notice about all the numbers you circled?
6. Explore 5 as a factor.
a. Circle the numbers that have 5 as a factor.
34
65
70
54
96
80
27
45
15
b. What do you notice about all the numbers you circled?
7. Explore 10 as a factor.
© 2010 College Board. All rights reserved.
a. Circle the numbers below that have 10 as a factor.
14
10
27
40
90
89
32
60
38
b. What do you notice about all the numbers you circled?
8. Explore 3 as a factor.
a. Circle the numbers below that have 3 as a factor.
65
27
51
74
57
92
116
321
105
b. Find the sum of the digits of each number above.
c. What do you notice about the numbers you circled?
Unit 1 • Number Concepts
11
ACTIVITY 1.2
Divisibility Rules
continued
I'll Take..., You'll Take...
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Quickwrite, Think/Pair/Share
My Notes
9. Explore 9 as a factor.
a. Circle the numbers below that have 9 as a factor.
14
18
27
99
96
89
115
891
1998
b. Find the sum of the digits of each number above.
c. What do you notice about the numbers you circled?
10. Explore 4 as a factor.
a. Circle the numbers below that have 4 as a factor.
165
312
516
474
124
106
132
384 192
b. Write the numbers formed by the last two digits of each
number.
CONNECT TO AP
Mathematics has many processes
and rules (like the divisibility
rules shown here) that help you
to quickly set up, compute, and
solve problems. Learning these
rules, their names, and how to
use them will help you solve more
complicated problems in advanced
math courses.
12
We say that 40 is divisible by 10 because when 40 is divided by
10, the remainder is zero. A divisibility rule is a shortcut for
quickly recognizing when one number is divisible by another.
What you have discovered about factors can help you write
divisibility rules.
11. Write a divisibility rule for 10. List some numbers that are
divisible by 10.
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
c. Describe what you notice about the numbers you circled.
Divisibility Rules
ACTIVITY 1.2
continued
I'll Take..., You'll Take...
SUGGESTED LEARNING STRATEGIES: Self Revision/Peer
Revision, Debriefing
My Notes
12. Write a divisibility rule for 2. List some numbers that are
divisible by 2.
You might try these steps of a
divisibility rule for 7.
1. Double the ones digit.
13. Write a divisibility rule for 3. List some numbers that are
divisible by 3.
14. Write a divisibility rule for 4. List some numbers that are
divisible by 4.
2. Subtract the double from the
number formed by the other
digits.
3. If the difference (including 0)
is divisible by 7, then the
original number is divisible
by 7.
4. If you don’t know the
divisibility for the difference,
repeat the process with the
difference.
Example: 973
15. Write a divisibility rule for 5. List some numbers that are
divisible by 5.
1: Double 3 to get 6.
2: 97 - 6 = 91
3: Not sure about 91.
© 2010 College Board. All rights reserved.
4: Repeat.
16. Write a divisibility rule for 9. List some numbers that are
divisible by 9.
1: Double 1 to get 2.
2: 9 - 2 = 7
3: 7 is divisible by 7, so 973 is
divisible by 7.
17. List some numbers that are divisible by 6 and then find a
divisibility rule for the number 6. Explain your thinking.
Unit 1 • Number Concepts
13
ACTIVITY 1.2
Divisibility Rules
continued
I'll Take..., You'll Take...
SUGGESTED LEARNING STRATEGIES: RAFT
My Notes
A game company has decided to market I’ll Take…, You’ll Take….
Since it is an educational game, the company wants to emphasize all
the math concepts that apply to the game.
CHECK YOUR UNDERSTANDING
Write your answers on notebook paper.
Show your work.
5. List the numbers that have 8 as a factor.
1. List all the factors of 39.
6. Write a divisibility rule for the number 8.
2. Write the numbers less than 52 that are
divisible by 4.
7. List the numbers that are divisible by 7.
3. Decide which numbers below are not
divisible by 4. List those numbers.
35
416
7235
1856
3702
4. Write a divisibility rule you can use to
decide whether a number is divisible by
both 5 and 10.
14
SpringBoard® Mathematics with Meaning™ Level 1
4032
648
8251
364
33,856
475
696
88,136
406
8. MATHEMATICAL Explain how
R E F L E C T I O N understanding factors
helps you write divisibility rules.
© 2010 College Board. All rights reserved.
18. As an expert at this game, the company has asked you to write
game instructions. Include strategies and how they relate to the
math concepts. Use the space below or notebook paper to write
your game instructions.
Prime Factorization
Factor Trees
ACTIVITY
1.3
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share
My Notes
The prime factorization of a number shows the number as a
product of factors that are all prime numbers. One way to find the
prime factorization of a number is to use a factor tree.
• Use divisibility rules to find two factors of the number.
• Check whether the factors are prime or composite.
• If both are prime, stop. If not, continue factoring until all factors
are prime numbers.
EXAMPLE 1
Find the prime factorization of 12.
© 2010 College Board. All rights reserved.
Step 1:
Write 12.
12
Start with two factors of 12.
Try 3 and 4.
3×4
Use branches to show the factors.
Step 2: Check: 3 is a prime number, but
12
4 is not.
Continue by factoring 4.
3×4
Don’t forget to rewrite the 3
3×2×2
with the factors of 4.
Solution: Check again. All factors are now prime numbers, so this is
the prime factorization of 12.
TRY THESE
Find the prime factorization of:
a. 15
b. 16
1. Will the prime factorization of 12 be different if you start with
the factors 2 and 6? Draw another factor
tree starting with 2 and 6.
MATH TERMS
The Fundamental Theorem of
Arithmetic states that any whole
number greater than 1 can be
written as a product of prime
factors in only one way. The
order of the factors may vary.
Unit 1 • Number Concepts
15
ACTIVITY 1.3
Prime Factorization
continued
Factor Trees
SUGGESTED LEARNING STRATEGIES: Create
Representations
My Notes
ACADEMIC VOCABULARY
The prime factorization of a
number can be written using
exponents. An exponent tells how
many times the base number is
used as a factor.
34
Prime factorization can be written two ways:
• as the product of prime factors: 2 × 2 × 3
• using exponents: 22 × 3
2. Use factor trees to write the prime factorizations of 25 and 36.
Exponent
Base
34 = 3 × 3 × 3 × 3
3. Write each number using exponents.
a. 2 × 2 × 2 × 3 × 3
b. 3 × 3 × 5 × 7 × 7
c. 2 × 3 × 3 × 13 × 13 × 13
4. Write the following numbers as products of prime factors.
b. 32 × 53
CHECK YOUR UNDERSTANDING
Write your answers on notebook paper.
Show your work.
4. Write 48 as a product of prime factors and
then using exponents.
1. Write the prime factorization of 100.
5. Is 2 × 3 × 4 the prime factorization of 24?
Explain your reasoning.
2. Write the prime factorization of 72 using
exponents.
3. Write 32 × 43 as a product of prime factors.
16
SpringBoard® Mathematics with Meaning™ Level 1
6. MATHEMATICAL How are 4 × 2 and 42
R E F L E C T I O N different? Explain your
thinking.
© 2010 College Board. All rights reserved.
a. 24
Using Prime Factors
GCF and LCM
ACTIVITY
1.4
SUGGESTED LEARNING STRATEGIES: Close Reading,
Create Representations
My Notes
Factors are useful when solving many kinds of problems involving
whole numbers.
EXAMPLE 1
The youth orchestra has 18 violinists and 24 flutists. The music
director wants to place these 42 musicians in equal rows but without
mixing the players. What is the greatest number of musicians that
can be in each row? The answer to this problem is the greatest
common factor of the numbers 24 and 18. To find it:
Step 1:
List the factors of 24 and 18.
24: 1, 2, 3, 4, 6, 8, 12, 24
18: 1, 2, 3, 6, 9, 18
Step 2:
Find the common factors.
The common factors are 1, 2, 3, and 6.
Step 3: Identify the greatest factor that is in both lists.
The greatest common factor, or GCF, is 6.
Solution: The greatest number of musicians in each row is 6.
MATH TERMS
The greatest common factor
(GCF) for a set of two or more
whole numbers is the largest
number that is a factor of all the
numbers in the set.
TRY THESE A
© 2010 College Board. All rights reserved.
List the factors of each number. Then find the greatest common
factor for each set of numbers.
a. 6 and 39
b. 36 and 48
Another way to find the GCF is to use prime factorization.
EXAMPLE 2
Find the GCF of 12 and 18.
Step 1:
List the prime factorization of each number.
12: 2 × 2 × 3 or 22 × 3.
18: 2 × 3 × 3 or 2 × 32.
Step 2: Look for factors that are common, or the same, in both lists.
Then multiply those factors.
The common factors of 12 and 18 are 2 and 3; 2 × 3 = 6.
Solution: The GCF of 12 and 18 is 6.
Unit 1 • Number Concepts
17
ACTIVITY 1.4
Using Prime Factors
continued
GCF and LCM
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Quickwrite, Think/Pair/Share
My Notes
TRY THESE B
Use prime factorization to find the GCF for each set of numbers.
a. 25 and 30
b. 28 and 42
EXAMPLE 3
Find the GCF of 28 and 40.
Step 1:
List their prime factorizations.
28: 2 × 2 × 7 or 22 × 7.
40: 2 × 2 × 2 × 5 or 23 × 5.
Step 2: Find the common factors in both lists.
The common factors of 28 and 40 are 2 × 2, or 22.
Solution: Multiply 2 × 2, or evaluate 22, to find 4, the GCF of 28 and 40.
TRY THESE C
Use prime factorization to find the GCF for each set of numbers.
b. 63 and 135
One of the ways that people develop new mathematical ideas is by
building on what they know. Build on what you have learned to
find the GCF of three numbers.
1. Use prime factorization to show that the GCF of 18, 27, and
45 is 9.
2. Describe how to find the GCF of three numbers.
3. Use prime factorization to find the GCF for each set of numbers.
a. 15, 35, and 40
b. 16, 24, and 48
18
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
a. 40 and 48
Using Prime Factors
ACTIVITY 1.4
continued
GCF and LCM
SUGGESTED LEARNING STRATEGIES: Close Reading,
Create Representations
My Notes
Another method of finding the GCF is to use a Venn diagram.
EXAMPLE 4
Use a Venn diagram to find the GCF of 154 and 210.
Step 1:
Step 2:
List the prime factors of both numbers.
154: 2, 7, and 11.
210: 2, 3, 5, and 7.
Place the factors in the Venn diagram.
Both lists have a 2 and a 7 in common, so first place 2 and
7 in the intersection of the Venn diagram.
154
2
7
A Venn diagram can be used
to organize sets of numbers in
circles. If the sets of numbers
have common members, then
those circles intersect and the
common members are placed in
the intersection of those circles.
210
Next place the other prime factor of 154, which is 11,
in the circle for 154 but not in the intersection. Place
the other prime factors of 210 in their circle outside the
intersection.
© 2010 College Board. All rights reserved.
154
11
2
7
3
5
210
The factors that are in the intersection of the two circles
are the factors of the GCF.
Solution: The GCF of 154 and 210 is 2 × 7, or 14.
TRY THESE D
Use a Venn diagram to find the GCF of each set of numbers.
a. 12 and 20
b. 18 and 54
Unit 1 • Number Concepts
19
ACTIVITY 1.4
Using Prime Factors
continued
GCF and LCM
SUGGESTED LEARNING STRATEGIES: Close Reading
My Notes
Multiples are also useful when solving problems.
EXAMPLE 5
MATH TERMS
The least common multiple
(LCM) for a set of two or more
whole numbers is the smallest
number that is a multiple of all
the numbers in the set.
Ian and Ruth volunteer at the community center. Ian works every
fifth day and Ruth works every seventh day. They both worked today.
When will they work on the same day again?
The answer to this problem is the least common multiple of the
numbers 5 and 7. To find it:
Step 1:
List some multiples of 5 and 7.
5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70
7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98
Step 2:
To find multiples of a number,
multiply that number by other
whole numbers. Usually a list of
multiples is started by multiplying
by 1, then 2, then 3, and so on.
Identify the smallest multiple that is in both lists.
The least common multiple, or LCM, of 5 and 7 is 35.
Solution: Ian and Ruth will work again on the same day in 35 days.
TRY THESE E
Find the LCM for each set of numbers.
b. 15 and 20
Another method you can use to find the least common multiple is
prime factorization.
EXAMPLE 6
Find the LCM of 90 and 126.
Step 1:
List their prime factorizations.
90: 2 × 3 × 3 × 5 or 2 × 32 × 5.
126: 2 × 3 × 3 × 7 or 2 × 32 × 7.
Step 2: Find the product of the common factors in both lists.
The common factors are 2 × 3 × 3, or 2 × 32, and their
product is 18.
Step 3: Multiply the product of the common factors by the factors that
are not common.
18 × 5 × 7 = 630.
Solution: The LCM of 90 and 126 is 630.
20
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
a. 6 and 14
Using Prime Factors
ACTIVITY 1.4
continued
GCF and LCM
SUGGESTED LEARNING STRATEGIES: Create Representations,
Close Reading , Self Revision/Peer Revision
My Notes
TRY THESE F
Use prime factorization to find the LCM for each set of numbers.
a. 12 and 15
b. 14 and 35
You can also use a Venn diagram to find a LCM.
EXAMPLE 7
Find the LCM of 30 and 42 using a Venn diagram.
Step 1:
Place the prime factors in the Venn diagram.
30
5
2
3
42
7
Step 2:
Multiply the factors in the intersection of the circles by the
factors that are not in the intersection.
2×3×5×7
Solution: The LCM of 30 and 42 is 210.
All factors must be represented
in the Venn diagram. Look back
at Example 4 if you need help
placing prime factors in a Venn
diagram.
© 2010 College Board. All rights reserved.
TRY THESE G
Draw a Venn diagram in the My Notes space and use it to find the
LCM of each set of numbers.
a. 12 and 18
b. 15 and 35
4. James decided to use prime factorization to find the LCM of 12
and 15. Check his work.
Step 1: 12 = 2 × 2 × 3
Step 2: 15 = 3 × 5
Step 3: Common factor is 3.
Step 4: LCM of 12 and 15 is 3.
Is his answer correct? Why or why not?
Unit 1 • Number Concepts
21
ACTIVITY 1.4
Using Prime Factors
continued
GCF and LCM
SUGGESTED LEARNING STRATEGIES: Look for a Pattern,
Debriefing
My Notes
5. Use what you have learned to explain how to find the LCM of
three numbers using prime factorization.
6. Use prime factorization to find the LCM for each set.
a. 4, 6, and 15
b. 9, 12, and 16
CHECK YOUR UNDERSTANDING
1. Use prime factorization to find the GCF of
25 and 75.
8. Use prime factorization to find the LCM
of 15 and 32.
2. What is the GCF of 12, 32, and 40?
9. Find the LCM and the GCF of 42, 70,
and 84.
3. Use a Venn diagram to find the GCF of
28 and 72.
4. Explain what the GCF of two or more
number represents.
5. Ingrid has 48 green balloons, 32 blue
balloons, and 24 red balloons. How many
balloon bouquets can she make if each
bouquet must have the same number of
each color and every balloon is used?
6. What would the least common factor of
two numbers be? Explain.
22
SpringBoard® Mathematics with Meaning™ Level 1
10. This is part of Marcia’s homework. Is she
finding the GCF or LCM? Explain why.
72 = 9 × 8 = 2 × 2 × 2 × 3 × 3
48 = 6 × 8 = 2 × 2 × 2 × 2 × 3
The common factors are 2, 2, 2, and 3.
The answer is 24.
11. MATHEMATICAL Of the methods that you
R E F L E C T I O N have learned for finding
the LCM, which do you think is most
efficient? Explain your reasoning.
© 2010 College Board. All rights reserved.
Write your answers
answers on
on notebook
notebook paper.
paper.Show
Showyour work.7. Use a Venn diagram. Find the LCM of
your work.
12 and 40.
Divisibility, GCF, and LCM
Embedded
Assessment 1
WINTER SPORTS
Use after Activity 1.4.
Write your answers on notebook paper. Show your work.
1. After the deadline for joining the skating club, Coach Link
said that he needed to find another person to make teams with
the same number of members. Since 91 students signed up for
skating, Coach Link says the only teams he can make are 91
teams of 1 or 1 team of 91. Is Coach Link correct? Explain why
or why not.
2. Coach Link’s assistant is trying to figure out how the
35 boys and 56 girls who signed up for the skating club can
be organized in groups. She asked you to find the greatest
common factor (GCF) and least common multiple (LCM) of 35
and 56. Explain how you would find the GCF and LCM.
3. This year 12 boys and 18 girls are in the ski club. Coach Link
wants to form teams with each team having the same number
of girls and the same number of boys. He knows that the
number of boys will not equal the number of girls on a team.
a. What is the greatest number of teams that can be formed?
Explain how you found your answer.
b. How many boys and how many girls will be on each team?
© 2010 College Board. All rights reserved.
4. Copy the table below. Then, without using a calculator,
determine whether 72,342 is divisible by each number. Explain
your answers.
Number to Check
Divisible?
(yes or no)
Explanation of Answer
2
3
4
5
6
9
10
Unit 1 • Number Concepts
23
Divisibility, GCF, and LCM
Use after Activity 1.4.
WINTER SPORTS
24
Exemplary
Proficient
Emerging
Math Knowledge
#1, #2, #4
The student:
• Correctly
classifies 91 as
composite or
prime (1),
• Finds the GCF
and LCM of 35
and 56 (2),
• Correctly
evaluates
divisibility for 2,
3, 4, 5, 6, 9, and
10 (4).
The student
provides answers
for the three items
but only two are
complete and
correct.
The student
provides at least
two answers
but they are
incomplete or may
contain errors
Problem Solving
#3a, #3b
The student:
• Determines the
correct number
of teams by
finding GCF of 12
and 18 (3a) and
• Determines
the number of
students on each
of these teams
(3b).
The student
correctly
determines the
number of teams
using the GCF
but incorrectly
determines
the number of
students on each
of these teams.
The student
incorrectly
determines the
number of teams
and incorrectly
determines
the number of
students on each
team.
Communication
#1, #2, #3a, #4
The student:
• Correctly
explains why 91
is composite or
prime (1)
• Explains a
correct process
for finding the
GCF or LCM (2)
• Explains a
correct process
for finding the
GCF of 12 and
18(3a)
• Provides correct
divisibility rules
for 2, 3, 4, 5, 6, 9,
and 10 (4)
The student gives
explanations for
items in questions
1, 2, 3a, and 4
but only two are
complete and
correct.
The student gives
at least two of
the four required
explanations, for
questions 1, 2,
3a, and 4 but they
are incomplete
and may contain
errors.
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
Embedded
Assessment 1
Comparing and Ordering Fractions
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Summarize/Paraphrase/Retell, Create Representations,
Vocabulary Organizer
ACTIVITY
1.5
My Notes
Every West Middle School homeroom must elect a student council
representative. Since Mr. Fare’s homeroom students do not know
each other yet, he has asked interested students to volunteer. Andy,
Betty, Carla, and Deon decide to volunteer.
To simulate a regular election, each of the 23 students in his
homeroom will roll a number cube to vote. A 1 is a vote for Andy.
A 2 is a vote for Betty. A 3 is a vote for Carla. A 4 is a vote for Deon.
If 5 or 6 is rolled, the student continues to roll until 1, 2, 3, or 4
is rolled.
1. Work together to simulate this election.
a. In your group, roll a number cube until you have 23 votes.
Organize your data in this table.
Andy (1)
Betty (2)
Carla (3)
Deon (4)
Total
Votes
© 2010 College Board. All rights reserved.
b. Who did your group elect as the homeroom representative?
2. List the names of the candidates in order of most to least
number of votes. Next to each name, write the number of votes
he or she received.
MATH TERMS
3. What fraction of the total votes did each candidate receive?
Write the fractions in order from greatest to least.
The number of votes each
candidate received can be
written as a fraction or as a
ratio of the number of votes
received to the total number of
votes. These ratios are called
rational numbers.
Unit 1 • Number Concepts
25
ACTIVITY 1.5
Comparing and Ordering Fractions
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Quickwrite
My Notes
5 of the
4. In the election in Mr. Fare’s homeroom, Andy received ___
23
7 of the total, Carla received ___
8 of
total votes, Betty received ___
23
23
3 of the total. Who was elected?
the total, and Deon received ___
23
The 300 students at West Middle School held a traditional election
for student council officers. Eden, Frank, Gabrielle, and Hernando
ran for president.
3 of the votes,
4 of the votes, Frank received ___
5. Eden received ___
15 ___
10
2 of
Gabrielle received 1 of the votes, and Hernando received __
5
30
the votes. Why is it more difficult to decide who won this election than it was for the election in Question 4?
6. What common denominator do all the fractions in Question 4
share?
The LCD is simply the LCM for two
or more different denominators.
The LCM of 6 and 8 is 24, so you
use 24 as the LCD to write
1 and __
1.
equivalent fractions for __
8
6
26
7. You can draw a model to compare fractions. Use this method to
3 of the votes to Hernando’s __
2 of the votes.
compare Frank’s ___
5
10
a. What is the least common denominator, or LCD, of these
two fractions? (Hint: Look for the least common multiple, or
LCM, of 5 and 10.)
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
To make it easier to compare the results from this election, you
can rewrite these fractions as equivalent fractions with a common
denominator.
Comparing and Ordering Fractions
ACTIVITY 1.5
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Create Representations,
Quickwrite, Self Revision/Peer Revision, Think Aloud, Summarize/
Paraphrase/Retell, Vocabulary Organizer
My Notes
b. Draw a rectangle in the My Notes space. Then divide it into
the number of equal parts you found in Part a.
2.
c. Shade your rectangle to represent __
5
2.
d. Write an equivalent fraction for __
5
2 to write an inequality
e. Use the equivalent fraction for __
5
comparing the votes for Frank and Hernando. Who received
more votes?
WRITING MATH
8. Next compare the votes for Eden and Gabrielle.
a. Can you use 10 as the common denominator to compare
their votes? Explain your reasoning.
The symbols <, >, ≤, and ≥ are
inequality symbols. Remember,
each symbol opens towards the
greater number and points to
the smaller number: 5 > 1.
© 2010 College Board. All rights reserved.
b. One way to compare all four students’ votes is to find how
many of the 300 votes each candidate received. Would you
want to draw a model to do this? Why or why not?
MATH TERMS
You can use the Property of One to find equivalent fractions.
3,
2 , __
When you use the Property of One, you multiply a fraction by __
2
4 , and so on. This is the same as multiplying the fraction by the 3
__
4
3 , __
2 , __
4 , describes the number 1 in
number 1. Each of the fractions, __
2 3 4
a different way.
1 , you
To use the Property of One to find an equivalent fraction for __
2
multiply this way.
3 = _____
1 × 3 = __
3
1 = __
1 × 1 = __
1 × __
__
2 2
2 3 2×3 6
1 are each
Notice that the numerator and denominator of __
2
multiplied by 3.
The Property of One for
fractions states that if the
numerator and the denominator
of a fraction are multiplied by
the same number, its value is
not changed.
Unit 1 • Number Concepts
27
ACTIVITY 1.5
Comparing and Ordering Fractions
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share,
Simplify the Problem, Quickwrite, Self Revision/Peer Revision
My Notes
9. Use the Property of One to rename all four fractions to find the
fraction of the 300 total votes each student received.
a. Eden
b. Frank
c. Gabrielle
d. Hernando
4 =
___
15
3 =
___
10
1 =
___
30
2=
__
5
10. Compare the renamed fractions. Then list the original
fractions from least to greatest.
Now explore some ideas about common denominators.
12. List other common denominators that could be used to write
equivalent fractions for comparing the presidential election
votes at West Middle School.
13. Choose one of the common denominators you listed in
Question 12 that you think may be easier to work with than
300 to compare the fractions. Explain your choice.
14. Change each fraction from Question 9 to an equivalent
fraction with the denominator you chose in Question 13.
28
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
11. You changed each fraction to an equivalent fraction with a
common denominator of 300. Why did this make it easier to
compare the fractions of the total votes for each candidate?
Comparing and Ordering Fractions
ACTIVITY 1.5
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Create Representations,
Look for a Pattern
My Notes
15. Use this table to organize your data for the election results.
Candidate
Fraction of
Votes
Eden
4
___
Frank
Gabrielle
Hernando
Fraction
Fraction
Final Rank in
(Denominator of 300) (Denominator You Chose) Election (1st–4th)
15
3
___
10
1
___
30
2
__
5
16. Explain how you determined the final ranking.
Two ways to compare fractions are to rewrite the fractions using a
common denominator or to use cross products.
You do not have to find the LCD
to write equivalent fractions.
You can always find a common
denominator by multiplying the
denominators of the fractions.
© 2010 College Board. All rights reserved.
EXAMPLE 1
5.
4 and ___
Compare __
9
11
Using a common denominator:
5
4 ? ___
__
Step 1:
9 × 11 = 99
Step 2:
Step 3:
Multiply the denominators to find a
common denominator.
Write equivalent fractions.
Compare the fractions.
9 11
5 = ___
45
4 = ___
44 and ___
__
9 99
11 99
45 , so __
5
44 < ___
4 < ___
___
99 99
9 11
Using cross products:
Step 1:
Compare the products found by
multiplying the numerator of one
fraction by the denominator of the
other fraction.
4 × 11 = 44
4
__
9
5 × 9 = 45
5
___
11
5
4 < ___
44 < 45, so __
9 11
TRY THESE A
3.
2 and __
a. Compare __
7
9
5 and ___
7.
b. Compare __
9
13
Unit 1 • Number Concepts
29
ACTIVITY 1.5
Comparing and Ordering Fractions
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Identify a Subtask,
Simplify the Problem, Create Representations
My Notes
As president of the Student Council, Hernando wants to speak with
all the student groups about their concerns. The guidance counselor
gave Hernando the following data:
8
• ___
15 of the students take part in music.
1 of the students are in the art club.
• __
6
16 of the students participate in sports.
• ___
33
4 of the students are in academic clubs.
• __
9
Hernando decides to speak first with the groups that have the most
participants. To do so he must order these fractions. He knows that
a common denominator for them would be very large, so he asks
his math teacher, Ms. Germain, if there is an easier way to order
the fractions.
17. Ms. Germain decides to explain the concept with less
complicated fractions. She starts by asking Hernando to
represent each of these unit fractions.
1
3
1
4
1
2
1
5
b. She tells Hernando that he can also use number lines to
compare the fractions. Graph each fraction on the number
lines below.
1
3
1
4
30
0
0
SpringBoard® Mathematics with Meaning™ Level 1
1
1
1
2
1
5
0
1
0
1
© 2010 College Board. All rights reserved.
a. Shade each rectangle to show the fraction.
Comparing and Ordering Fractions
ACTIVITY 1.5
continued
Analyzing Elections
SUGGESTED LEARNING STRATEGIES: Quickwrite, Self Revision/
Peer Revision, Questioning the Text, Identify a Subtask, Create
Representations
My Notes
1 , __
1,
c. Use your work from Parts a and b to order the fractions __
4
3
1 , and __
1 from greatest to least.
__
5
2
d. Each of the four fractions you just ordered has the
same numerator. Tell Hernando how he can use just the
denominators to order the fractions.
4 , __
4 from
4 , ___
4 , and ___
e. Use mental math to order the fractions __
5 11 7
25
greatest to least.
Hernando can see that the fractions he wants to order do not have
either a common numerator or a common denominator.
You may recall that mental math
is working a problem in your
head without writing it on paper.
© 2010 College Board. All rights reserved.
18. He thinks that it will be easier to find a common numerator
for them rather than a common denominator.
8 , __
1,
a. What is the least common numerator of the fractions ___
15 6
16 , and __
4?
___
33
9
b. Change each of the fractions above to an equivalent fraction
with the common numerator found in Part a.
c. Order the fractions in Part b from least to greatest using the
number line below.
0
1
d. In what order will Hernando talk with the student groups?
Unit 1 • Number Concepts
31
ACTIVITY 1.5
Comparing and Ordering Fractions
continued
Analyzing Elections
CHECK YOUR UNDERSTANDING
Write your answers
answers on
on notebook
notebook paper.
paper.Show your work.
6. Your school is holding a mock election for
Show your work.
president. 250 students vote.
1. A jar is filled with 70 centimeter cubes.
There are 15 red, 9 green, 21 yellow,
20 purple, and 5 orange. Write the
fractions for each color in order from
least to greatest.
2. Draw and shade rectangles and then order
the fractions from greatest to least.
10 of the total votes.
Candidate 1 receives ___
50
9 of the total votes.
Candidate 2 receives ___
25
4 of the total votes.
Candidate 3 receives ___
10
5 of the total votes.
Candidate 4 receives ____
125
Rank the candidates by the number of
votes each received, from least to greatest.
4
1
__
2
7
__
8
5.
7 and __
3. Consider the fractions __
9
6
a. What is the LCD for these fractions?
b. Use the LCD you just found and the
Property of One to write equivalent
7 and __
5.
fractions for __
9
6
c. Which fraction is greater?
4. What is the difference between an LCD
and an LCM?
5. Two students are playing a game with
fraction cards. Each player lays a card
down and whoever has the greater amount
wins the two cards. Who wins this pair?
7. The table below shows the fraction of
students who voted for each after-school
activity. Use mental math to order the
activities from most popular to least
popular. Explain your thinking.
Computer
Games
1
__
2
Read
1
___
12
Watch
TV
1
__
6
Play
Sports
1
__
4
8. Use common numerators to compare the
weekly growth of the plant. In which week
did the plant grow the most? Explain how
you reached your conclusion.
Week
1
Player 1
Player 2
2
11
14
3
4
3
Growth
(in.)
3
___
11
6
__
7
12
___
13
9. MATHEMATICAL Describe the steps for
R E F L E C T I O N comparing and ordering
fractions with unlike denominators.
32
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
3
__
Mixed Numbers and Improper Fractions
Mood Rings, Part 1
ACTIVITY
1.6
SUGGESTED LEARNING STRATEGIES: Summarize/Paraphrase/
Retell, Vocabulary Organizer
My Notes
Tyrell and four of his friends from West Middle School went
to a craft fair and they all decided to buy mood rings. When
discussing their ring sizes with the ring maker, they learned about
anthropometry. Did you know that the average length around a
1 inches and the average length
woman’s ring finger is about 2 ___
16
9 inches?
around a man’s ring finger is about 2 ___
16
Before they can buy their rings, the friends must first measure
their ring fingers.
CONNECT TO SCIENCE
Anthropometry is the study of
the measurement of the human
body in terms of its dimensions.
People who design things for
others to use, such as bracelets
or rings, have to take typical body
measurements into account.
1. How big is your ring finger? To measure your ring finger wrap
a measuring tape snugly around the base of your finger. Record
1 of an inch.
your measurement to the nearest ___
16
2. This table shows the finger sizes of the five friends.
Tyrell
7 in.
1__
8
Bob
Jose
1 in.
2 __
4
Nisha
3 in.
1__
4
Ema
3 in.
2 ___
16
© 2010 College Board. All rights reserved.
a. Look at this measuring tape to determine Bob’s finger size.
Write your answer as a mixed number in the table above.
Remember, a mixed number is
the sum of a whole number and a
proper fraction.
0
2
1
3
1 inches are in 2 __
1 inches? Count the __
1 inches on
b. How many __
2
2
2
the diagram and write your answer as an improper fraction.
0
2
1
3
MATH TERMS
A positive improper fraction has
a value greater than or equal to
1. The numerator is greater than
or equal to the denominator.
c. Another way to see this is to use
a model. Name the shaded parts
of this diagram two ways.
Mixed Number: ______
(wholes + part)
Improper Fraction: ______
(total parts)
Unit 1 • Number Concepts
33
ACTIVITY 1.6
Mixed Numbers and Improper Fractions
continued
Mood Rings: Part 1
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share,
Look for a Pattern, Quickwrite, Create Representations
My Notes
d. Complete this description of how to find the improper
fraction for the number of shaded halves:
There are ____ whole shaded circles with ____ shaded
halves in each. This gives me ____ shaded halves. Plus, there
is ____ shaded half in the last circle, making a total of ____
shaded halves.
e. Both the mixed number and the improper fraction in Part c
describe the same number. Write an equation that shows the
two are equal.
f. Without drawing a model, describe a method to use the
digits from the mixed number to find its equivalent improper
fraction. (Hint: Consider your description in Part d.)
3. Now convert Nisha’s finger size to an improper fraction.
b. Use a number line:
0
1
2
c. Use the method you discovered in Part e of Question 2. Did
you get the same answer as you did in Parts a and b?
4. Use your method from Question 2e to convert the other friends’
sizes to improper fractions.
a. Tyrell
b. Ema
c. Jose
34
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
a. Use circles:
Mixed Numbers and Improper Fractions
ACTIVITY 1.6
continued
Mood Rings: Part 1
SUGGESTED LEARNING STRATEGIES: Identify a Subtask, Quickwrite
My Notes
5. You can use two methods to change from an improper fraction
to a mixed number: drawing a model or dividing.
WRITING MATH
9 . Then write a mixed number to represent
a. Draw a model of __
4
the whole and fractional parts of your model.
A fraction is a way of writing a
division problem:
9
__
= 9 ÷ 4.
4
b. Divide 9 by 4. Express the remainder as a fraction to get a
mixed number.
The five friends want to compare finger sizes to see whose ring
finger is the largest and whose is the smallest.
6. Nisha and Jose compare their finger sizes. Write an inequality
symbol in the circle to make the statement true. Explain your
thinking.
© 2010 College Board. All rights reserved.
Nisha
3
1__
4
Jose
1
2__
4
7. Next, Bob and Jose compare. Which of them has the larger ring
finger? Explain your thinking.
Bob
1
2 __
2
Jose
1
2 __
4
3 and 1 __
7 . Whose
8. Then Nisha and Tyrell compare their sizes of 1 __
4
8
finger is larger? Express your answer as an inequality. Explain
your thinking.
Unit 1 • Number Concepts
35
ACTIVITY 1.6
Mixed Numbers and Improper Fractions
continued
Mood Rings: Part 1
SUGGESTED LEARNING STRATEGIES: Quickwrite, Think/
Pair/Share, Create Representations, Debriefing
My Notes
9. You have compared the sizes of four friends, two at a time.
a. Use what you have learned to order the friends by their ring
finger sizes, going from smallest to largest.
b. Where does Ema fit into this order? Explain.
10. Ema tells her friends that they could order their fractions all
at once by using common denominators. Show how this can
be done.
11. Order the friends’ ring finger sizes from least to greatest on
the number line below. Label each point with each person’s
initial as shown for Bob.
1
CONNECT TO AP
Looking at the pattern of points
on a number line can help you
decide if the numbers are getting
close to a particular number.
Discovering such patterns is a
fundamental concept in advanced
math courses.
2
3
12. You now know different ways to order measurements. How
would you order the measurements of several other friends?
Describe your method.
Karen
Ahmed
Ileana
Keisha
Hunter
5
1__
8
7
__
5
2 ___
16
4
__
14
___
4
2
8
The finger sizes are easy to order since the fractions are all
1 ’s, or ___
1 ’s, __
1 ’s, __
1 ’s, like the increments on a ruler. However,
in __
2 4 8
16
98 , 1 ___
23 , and 2 ___
15 , 2 ____
2 , do not have
many numbers, such as 1___
31 100 44
71
denominators that are as simple to compare.
36
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
B
Mixed Numbers and Improper Fractions
ACTIVITY 1.6
continued
Mood Rings: Part 1
SUGGESTED LEARNING STRATEGIES: Summarize/Paraphrase/
Retell, Create Representations, Quickwrite, Debriefing, Self
Revision/Peer Revision
To order numbers like these, think about how close each fraction
1 , 1, and so on. For example,
is to benchmark numbers, such as 0, __
2
15 is a little less than 1__
15
1 , because half of 32 is 16. Thus, place 1___
1___
31
2
31
1 mark.
just before the 1__
2
1
1 15
31
2
My Notes
MATH TERMS
Benchmark numbers are
numbers used as points of
comparison when estimating.
3
23 , and 2 ___
98 , 1 ___
2 on
13. Continue using benchmarks to order 2 ____
100 44
71
the number line above.
14. Summarize your findings on comparing and ordering mixed
numbers and improper fractions by discussing the following
cases.
© 2010 College Board. All rights reserved.
3 and 3 ___
1
a. Whole numbers are different: 2 ___
19
27
7
2 and 5 __
b. Whole numbers are the same: 5 __
3
9
32 and ___
27
c. Both are improper fractions: ___
5
4
3 and ___
13
d. One mixed number and one improper fraction: 6 __
5
2
Unit 1 • Number Concepts
37
ACTIVITY 1.6
Mixed Numbers and Improper Fractions
continued
Mood Rings: Part 1
CHECK YOUR UNDERSTANDING
Write your answers
answers on
on notebook
notebook paper.
paper.Show your work.
4. Order each of the following numbers
Show your work.
by placing them on a number line. Use
benchmark numbers to determine their
1. Convert the improper fraction to a mixed
placement.
number and the mixed number to an
improper fraction.
50
4
a. 7 __
b. ___
7
9
2. Mr. White’s students are playing a game.
He gives each student in a group a fraction
to help them decide the order in which
they will play. The person with the largest
fraction goes first, and so on. The table
below shows the fractions for the students
in one group.
Wyatt
3
1__
4
Kendra
8
2 ___
11
Miley
19
___
7
Bryson
9
__
5
10 , and __
8
11 , 2 __
2 , ___
1___
20 5 7
3
5. Compare.
9 and ___
53 and 7 __
3
47
b. ___
a. 8 ___
7
5
11
6
6. Order from least to greatest:
6 , ___
7 , 3 ___
24 , __
11
4 __
7 5 2 20
7. MATHEMATICAL Describe the three forms
R E F L E C T I O N in which fractions can be
written. Explain how to compare the three
forms. Give examples using different
forms of fractions.
3. Kim and Juan are measuring their wrists to
5 in.
purchase watches. Kim’s measures 5 __
3 in. Who has 8the
and Juan’s measures 5 __
4
larger wrist?
38
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
List the order in which they will take their
turns.
Decimal Concepts
Mood Rings, Part 2
ACTIVITY
1.7
SUGGESTED LEARNING STRATEGIES: Think/Pair/Share, Look for
a Pattern, Activating Prior Knowledge, Create Representations
My Notes
Tyrell and his friends now all know their ring finger sizes. This table
lists their finger sizes in inches from Activity 1.6.
Tyrell
Bob
Jose
Nisha
Ema
7
1 __
8
1
2 __
2
1
2 __
4
3
1 __
4
3
2 ___
16
Now they must determine what size rings to buy. Look at this ring
chart with the mood ring sizes.
Finger Measure (in.) 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7
Mood Ring Size
4
5
6
7
8
9 10 11 12 13
1. What must the friends do to be able to use this chart?
1 , as a decimal.
Start by writing Bob’s finger size, 2__
2
5 . Remember, in decimal
1 = 2 ___
You can do this because 2 __
2
10
place value, 2.5 is read “two and five tenths.”
WRITING MATH
5
Thousandths
Tenths
2
Hundredths
ONES
Tens
Hundreds
Thousands
© 2010 College Board. All rights reserved.
A decimal is another way to
write a fraction. Both decimals
and fractions are ways to
represent parts of a whole.
2. Look for a pattern in the chart above. Fill in the missing place values.
3. You can model the relationship between fractions and decimals
with a grid. Three tenths means “3 out of 10.” Write a decimal
and a fraction and shade the grid to represent three tenths.
Decimal:
Fraction:
Unit 1 • Number Concepts
39
ACTIVITY 1.7
Decimal Concepts
continued
Mood Rings, Part 2
SUGGESTED LEARNING STRATEGIES: Create
Representations, Quickwrite, Discussion Group
My Notes
4. Represent “1 whole and 55 out of 100” with numbers, words,
and a model.
Mixed Number:
Improper Fraction:
Decimal:
Word form:
Grid model:
5. Some fractions are not expressed in tenths, hundredths,
thousandths, and so on.
b. Use this method to convert Jose’s and Nisha’s finger sizes to
decimals.
1
Jose: 2 __
4
3
Nisha: 1 __
4
3 ? Explain.
c. Will this method work for a fraction like __
8
TECHNOLOGY
You may want to use a
calculator to check your long
division.
3 means 3 divided by 8.
6. Recall that __
8
a. Use either long division or divide with your calculator to
3.
find the decimal equivalent of __
8
b. Now convert Tyrell’s and Ema’s finger sizes to decimals.
7
Tyrell: 1__
8
40
SpringBoard® Mathematics with Meaning Level 1
3
Ema: 2 ___
16
© 2010 College Board. All rights reserved.
2 , to a decimal?
a. How would you convert a fraction such as __
5
Decimal Concepts
ACTIVITY 1.7
continued
Mood Rings, Part 2
SUGGESTED LEARNING STRATEGIES: Quickwrite, Discussion
Group, Create Representations, Visualize, Summarize/
Paraphrase/Retell
My Notes
7. You learned in Activity 1.5 that fractions are rational numbers.
Are decimals also rational numbers? Justify your answer.
8. Complete the table. Express the finger sizes in decimals.
Tyrell
Bob
Jose
Nisha
Ema
7
1 __
8
5
__
9
__
3
1 __
4
3
2 ___
16
Fraction
4
2
Decimal
9. Here again is the chart of ring sizes. Use your table and the
chart to determine Bob’s ring size.
Finger
1.8
Size (in)
Ring
4
Size
1.9
2.0
2.1
2.2
2.3
2.4
2.5
2.6
2.7
5
6
7
8
9
10
11
12
13
© 2010 College Board. All rights reserved.
10. Can you use the chart for the others? Why or why not?
When rounding a decimal, think about its location on a number
line and the place you want to round to. For example, when you
round numbers between 7.2 and 7.3 to the tenths place:
• A number less than 7.25 is closer to 7.2, so it rounds to 7.2.
• A number greater than 7.25 is closer to 7.3 and rounds to 7.3.
• 7.25 is exactly halfway between 7.2 and 7.3 and rounds to 7.3.
Round to 7.2
7.2
Round to 7.3
7.21 7.22 7.23 7.24 7.25 7.26 7.27 7.28 7.29
7.3
Unit 1 • Number Concepts
41
ACTIVITY 1.7
Decimal Concepts
continued
Mood Rings, Part 2
SUGGESTED LEARNING STRATEGIES: Create
Representations, Think Aloud
My Notes
Considering the digit to the right
of the place you are rounding to
is a way to think about where the
number is on a number line.
11. For each number line, label the middle if not given. Then plot
each number on its number line to help you round. Round each
number to the underlined place value.
7.5
7
7.5
8
24
24.5
25
24.2
8.17
8.1
8.2
11.6
11.7
11.64
With small measurements, such as finger sizes, plotting
numbers on number lines to help you round works well. It is
more difficult, though, to use number lines to round decimals
to the thousandths and ten-thousandths.
Tryrell and Ema wonder about a better way to round numbers.
They decide to consider only the decimal portion of a number,
and then find two numbers it falls between and the midpoint. For
example:
Rounding to tenths:
0.300
0.350
0.400
⎧
⎨
⎩
⎧
⎨
⎩
2.364
0.364
364 rounds to 400, so 2.364 rounds to 2.4.
Rounding to hundredths:
0.360
0.365
0.370
⎧
⎨
⎩
⎧
⎨
⎩
2.364
0.364
0.364 is closer to 0.360 than 0.370, so 2.364 rounds to 2.36.
42
SpringBoard® Mathematics with Meaning Level 1
© 2010 College Board. All rights reserved.
12. Look at the ring finger measurements for Nisha and Jose.
Round their measurements to the nearest tenth. What size rings
should Nisha and Jose order?
Decimal Concepts
ACTIVITY 1.7
continued
Mood Rings, Part 2
SUGGESTED LEARNING STRATEGIES: Create Representations,
Think/Pair/Share, Activating Prior Knowledge
My Notes
13. Round Tyrell’s and Ema’s finger sizes to the nearest tenth.
14. Complete this table of mood ring sizes for the five friends.
Tyrell
Bob
Mood Ring Sizes
Jose
Nisha
Ema
15. The friends decide to order the decimal measurements on a
number line. Place each rounded decimal on the number line
below and label it with the person’s initial.
1.5 1.6 1.7 1.8 1.9
2
2.1 2.2 2.3 2.4 2.5 2.6
16. Another way to order decimals is by comparing place values,
as we do with whole numbers.
Ten Thousandths
5
Thousandths
2
Hundredths
Tenths
b. Use that process to order 1.875, 2.5, 2.25, 1.75, and 2.1875
from least to greatest. Use the place value chart to help you.
ONES
© 2010 College Board. All rights reserved.
a. Tell how to order 250, 225, and 218 from least to greatest.
c. Is this the same order that the friends found when ordering
the fractions?
Unit 1 • Number Concepts
43
ACTIVITY 1.7
Decimal Concepts
continued
Mood Rings, Part 2
SUGGESTED LEARNING STRATEGIES: Summarize/
Paraphrase/Retell, Think/Pair/Share, Create
Representations
My Notes
Five other friends who were buying rings measured their finger
sizes in centimeters, so they were expressed as decimals.
Abby
5.9 cm
Saaman
4.7 cm
Lela
6.6 cm
Eric
5.2 cm
Rafe
5.4 cm
When they saw the ring size chart the salesperson gave them, the
finger sizes were given in fractions.
Finger
9 5 __
7 4 ___
1
4 ___
5
Size (cm) 10 10
Ring Size 4
5
6
9 6 __
7 5 ___
2 5 ___
1
5 __
5
5
10 10
7
8
9
10
2
6 __
5
11
9
3 6 ___
6 __
5
10
12 13
17. These friends converted their decimal sizes to fractions.
a. When Lela did this, she did not find her finger size on the
chart. Why not?
b. Help Eric and Rafe determine their ring sizes.
Abby
Saaman
Ring Sizes
Lela
Eric
Rafe
CHECK YOUR UNDERSTANDING
Write your
your answers
answerson
onnotebook
notebookpaper.
paper.Show your work.
4. The table shows average gas prices in January
Show your work.
1978 for four different regions of the U.S
1. Convert each fraction to a decimal.
3
71
b. 98 _____
a. 7 ____
100
1000
6
4
d. __
c. ___
5
25
2. Convert each decimal to a fraction in
simplest form.
a. 3.049 b. 54.22 c. 218.6 d. 0.05
3. Put each of the following numbers in
order from least to greatest.
9
5 , 2.3, 2 __
13 , __
2 , 1.75, 2 ___
__
5
2
25 5
44
SpringBoard® Mathematics with Meaning Level 1
Northeast
West
South
Midwest
0.655
0.664
0.634
0.650
Order these prices from most to least
expensive.
5. Round each gas price in Item 4 to the
nearest hundredth.
6. MATHEMATICAL Which do you think are
R E F L E C T I O N easier to order, decimals
or fractions? Explain the method you chose.
© 2010 College Board. All rights reserved.
c. Complete this table so that these friends can buy rings.
Introduction to Integers
Get the Point?
ACTIVITY
1.8
SUGGESTED LEARNING STRATEGIES: Summarize/Paraphrase/
Retell, Create Representations, Quickwrite, Self Revision/
Peer Revision
My Notes
Ms. Martinez has a point system in her classroom. Students earn
points for participation, doing homework, using teamwork, and
so on. However, students lose points for talking or not completing
homework or class work.
Ms. Martinez tells the class that at the end of the year each
student in the group with the most points will receive a book or
DVD. She assigns a letter to each student so she can easily track
point totals. One student is A, the next is B, and so on.
1. T his table shows each student’s total points at the end of the
week. Your teacher will assign you a letter.
A
−3
B
3
C
8
D
−1
E
0
F
−5
G
−6
H
10
I
7
J
−4
K
1
L
2
M
−3
N
−2
O
12
P
1
Q
−7
R
2
S
−1
T
6
U
−4
V
−1
W
9
X
3
a. Write the total points and the letter assigned to you on a
sticky note. Then post it on the class number line.
© 2010 College Board. All rights reserved.
b. Copy the letters from the class record on this number line.
–6 –4 –2
0
2
4
6
8
10 12
c. In terms of points, what do the numbers to the right of zero
represent?
d. What do the numbers to the lef t of zero represent?
e. Describe how you knew where to place your number on the
number line.
f. Student E was in class for only 2 days during the week. On
the first day, E was awarded points, and on the second day,
E lost points. Explain why E’s score is zero.
Unit 1 • Number Concepts
45
ACTIVITY 1.8
Introduction to Integers
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: Marking the Text,
Create Representations, Think/Pair/Share
My Notes
CONNECT TO HISTORY
The Common Era is the calendar
system now used throughout the
world. This system is like a number line because the year numbers
increase as time moves on. The
label CE can be used for these
years. For example, the first year
of the twenty-first century could
be written 2001 CE.
2. We have seen how negative numbers can be used to represent
points lost by the students. Name at least three other uses for
negative numbers in real life.
Ms. Martinez sometimes assigns cooperative learning groups. She
assigns each group member a role based on his or her total points.
T he roles are reporter (lowest total), recorder (next to lowest total),
facilitator (next to highest total), and timekeeper (highest total).
3. Use the number lines.
a. Order the points for the members in each group from lowest
to highest.
Group 1:
–4 –2
B
3
0
C
8
2
4
D
−1
6
8
Group 3:
I
7
46
SpringBoard® Mathematics with Meaning™ Level 1
–6 –4 –2
F
−5
0
G
−6
2
4
H
10
6
8
10
Group 4:
J
−4
K
1
L
2
Group 5:
Q
−7
E
0
M
−3
N
−2
O
12
P
1
V
−1
W
9
X
3
Group 6:
R
2
S
−1
T
6
U
−4
© 2010 College Board. All rights reserved.
A
−3
Group 2:
Introduction to Integers
ACTIVITY 1.8
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: Create Representations,
Marking the Text, Summarize/Paraphrase/Retell
My Notes
b. Use your work in Part a to determine who will have each
role. Record the letters for each student in the table.
Reporter
Recorder
Facilitator Time Keeper
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
4. Look at Students A and B.
a. How many points does A need to earn to have a total of 0?
b. How many points does B have to lose to have a total of 0?
© 2010 College Board. All rights reserved.
c. What do you notice about the distances of their point totals
from zero?
Numbers that are the same distance from zero and are on
dif ferent sides of zero on a number line, such as −3 and 3, are
called opposites. Absolute value is the distance from zero and
is represented with bars: |−3| = 3 and |3| = 3. Absolute value is
always positive because distance is always positive.
5. Now f ind C’s and D’s distances from zero.
6. What is the absolute value of zero?
ACADEMIC VOCABULARY
The absolute value of a
number is the distance of
the number from zero on
a number line. Distance or
absolute value is always
positive. For example, the
absolute value of both –6
and 6 is 6.
Absolute value can be used to compare and order positive and
negative numbers. The negative number that is the greatest distance
from zero is the smallest. |−98| = 98 and the |−90| = 90. Therefore,
−98 is further left from zero than −90 is, so −98 is less than −90.
7. Use this method to compare each pair of negative numbers.
−15
−21
−392
−390
−2,840
−2,841
Unit 1 • Number Concepts
47
ACTIVITY 1.8
Introduction to Integers
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: Summarize/
Paraphrase/Retell, Identify a Subtask
My Notes
ACADEMIC VOCABULARY
Integers are the natural
numbers, their opposites,
and zero.
The opposite of 0 is 0.
The number lines below give visual representations of the integers.
Notice that zero is the only integer that is neither positive nor
negative.
Opposites
0 +1 +2 +3 +4 +5 +6
–6 –5 –4 –3 –2 –1
Opposite of Natural Numbers
Natural Numbers
WRITING MATH
0 +1 +2 +3 +4 +5 +6
–6 –5 –4 –3 –2 –1
Place a negative sign in front of a
number to indicate its opposite.
Negative Integers
Positive Integers
The opposite of 4 is -4.
MATH TERMS
T he cooperative groups will f ind their totals to determine which
group has the most points at this time.
8. Group 1 uses a number line to f ind their total.
Most mathematicians use Z to
refer to the set of integers. This
is because in German, the word
Zahl means “number.”
A
−3
–3 –2 –1
WRITING MATH
To avoid confusion, use
parentheses around a negative number that follows an
operation symbol.
B
3
0
1
C
8
2
3
D
−1
4
5
6
7
8
To add with a number line, start at the f irst number. T hen move to
the right to add a positive number, or to the lef t to add a negative
number.
a. Add A and B, or −3 + 3: Put your pencil at −3 and move it
to the right 3 places to add 3.
b. Add C and D, or 8 + (−1): Put your pencil on 8 and move it
to the lef t 1 place to add −1.
c. Combine the sums of Parts a and b.
48
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
The opposite of -4 is –(-4) = 4.
Introduction to Integers
ACTIVITY 1.8
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: Quickwrite, Think/Pair/
Share, Create Representations, Role Play, Use Manipulatives
My Notes
9. What happens when you add a number and its opposite, for
example, 3 and −3?
10. A number and its opposite are called additive inverses.
a. Why do you think they are also called a zero pair?
b. Write 2 more zero pairs.
ACADEMIC VOCABULARY
A number and its opposite
are called additive inverses.
The sum of a number and its
additive inverse is zero.
11. Use one number line to f ind the total points for group 2.
E
0
F
G
−5 −6
–12 –10 –8 –6 –4 –2
0
2
H
10
4
Remember, zero pairs have a sum
of zero (-1 + 1 = 0), so they are
eliminated.
6
8
10 12
Group 3 decides to add their points using positive and negative
counters.
© 2010 College Board. All rights reserved.
I
7
A positive counter
J
−4
K
1
J
2
is +1. A negative counter
is −1.
To add I and J, f irst take 7 positive counters and 4 negative
counters.
Next, combine the counters in zero pairs.
3 positive counters remain, so 7 + (−4) = 3
12. What is the point total of Group 3?
Unit 1 • Number Concepts
49
ACTIVITY 1.8
Introduction to Integers
continued
Get the Point?
My Notes
SUGGESTED LEARNING STRATEGIES: Use Manipulatives,
Look for a Pattern, Group Discussion, Self Revision/Peer
Revision, Identify a Subtask
13. Use positive and negative counters to add the points of the
students in Group 4.
M
-3
N
-2
O
12
P
1
a. Draw counters to show -3 + (-2).
b. What is the sum for students O and P?
c. Draw counters to add your answers to Parts a and b.
3+5=8
-2 + -3 = -5
-3 + -5 = -8
4 + 9 = 13
2+3=5
-4 + -9 = -13
14. Look for a pattern and write a generalization for adding
integers with the same signs.
Next, they consider sums of integers with different signs:
-2 + 5 = 3
7 + -11 = -4
4 + -3 = 1
-8 + 1 = -7
15. Look for a pattern and write a generalization for adding
integers with different signs.
50
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
Group 5 looks at number relationships in order to find a way to add
integers without the help of number lines or counters.
First, they look at the sums of integers that have the same signs:
Introduction to Integers
ACTIVITY 1.8
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: : Identify a Subtask,
Create Representations, Role Play
My Notes
16. Use these generalizations to find the total points for the
students in Group 5.
Q
-7
R
2
S
-1
T
6
a. Q + R -7 + 2 =
b. (Q + R) + S
c. Find the sum for all four students.
17. Use your generalizations to find the total points for the
students in Group 6.
U
-4
V
-1
W
9
X
3
18. Compile the total group points in the table below.
© 2010 College Board. All rights reserved.
G1
G2
G3
G4
G5
G6
19. Which group has the most points?
You can evaluate the numerical expression 8 - (-1) using
positive and negative counters.
MATH TERMS
A numerical expression is a
number, or a combination of
numbers and operations.
• Begin with 8 positive counters (+8):
• You must subtract a negative counter (-1), but there are none.
So, add a zero pair, 1 positive and 1 negative.
+
• Now, subtract the negative counter, leaving 9 positive counters.
So, 8 - (-1) = 9.
+
Thus, subtracting a negative 1 is like adding a positive 1.
8 - (-1) = 8 + 1
Unit 1 • Number Concepts
51
ACTIVITY 1.8
Introduction to Integers
continued
Get the Point?
SUGGESTED LEARNING STRATEGIES: Use Manipulatives,
Identify a Subtask, Think/Pair/Share
My Notes
20. Draw counters to find the difference: 3 - (-4). Do your work
in the My Notes space.
a. What type of counters do you need to start, and how many
do you need?
b. What type of counters do you need to subtract, and
how many?
c. Notice that you do not have the counters you need to
subtract. What can you add to give you the counters you
need without changing the starting value?
d. Cross out four negative counters (subtract - 4). Remaining
counters: = 3 - (-4) =
21. Complete this statement to show how to compute 3 - (-4)
by adding the opposite.
22. Find the difference two ways.
a. -5 - 7
Use counters:
Add the opposite:
b. -2 - (-3)
Use counters:
Add the opposite:
c. 8 - (-6)
Use counters:
Add the opposite:
52
SpringBoard® Mathematics with Meaning™ Level 1
.
© 2010 College Board. All rights reserved.
Instead of subtracting -4, add its opposite, 4.
The addition expression is
, so 3 - (-4) =
Introduction to Integers
ACTIVITY 1.8
continued
Get the Point?
CHECK YOUR UNDERSTANDING
Write your answers
answers on
on notebook
notebook paper.
paper.Show your work.
4. Evaluate each expression.
Show your work.
a. -3 + 9
b. -5 + (-7)
1. Write an integer to represent each situation.
c. -12 + 6
d. -24 - 11
a. 10 yard loss in football
e. -13 - (-8)
b. Earn $25 at work
5. During their possession, a football team
gained 5 yards, lost 8 yards, lost another
2 yards, then gained 45 yards. What were
the total yards gained or lost?
c. 2 degrees below zero
d. Elevation of 850 feet above sea level
e. Change in score after an inning with
no runs
f. The opposite of losing 50 points in a game
2. Evaluate each expression.
1
c. - __
2
3. The following table shows the high and
low temperatures of 5 consecutive days in
February in North Pole, Alaska.
© 2010 College Board. All rights reserved.
a. |54|
High
Low
Mon
1
-13
b. |-11|
Tues
-29
-45
Wed
-27
-54
|
Thurs
5
-2
f. 31 - (-10)
|
Fri
7
1
a. Order the high temperatures from warmest
to coldest over this five-day period.
6. In North America the highest elevation
is Denali in Alaska at 20,320 feet above
sea level and the lowest elevation is Death
Valley in California at 282 feet below sea
level. Write and evaluate an expression
with integers to find the difference between
the elevations.
7. On winter morning, the temperature fell
below -6°C. What does this temperature
mean in terms of 0˚C?
8. MATHEMATICAL Using a number line,
R E F L E C T I O N explain how you can
order integers.
b. Is the order of days from warmest to coldest
daily low temperatures the same as for the
daily high temperatures? Explain.
Unit 1 • Number Concepts
53
Embedded
Assessment 2
Fractions, Decimals, and Integers
Use after Activity 1.8.
SNOWFALL STATISTICS
1. In many places, if it snows on a school day, school may be canceled for
the day in order to keep students safe and off the slippery roads. The
table below shows snowfall in inches for five days in a given town. Use it
for Parts a–e.
Monday
Tuesday
Wednesday
Thursday
Friday
3
__
1
__
9
___
7
__
3
__
2
16
8
8
4
a. Explain how you would compare the snowfalls on Thursday and on
Friday using only mental math.
b. Explain how you would compare the snowfalls on Monday and on
Friday using only mental math.
11 inches, then school
c. In this town, if the daily snowfall is more than ___
16
is canceled for the day. Was school canceled on any of the days shown
in the table? Use equivalent fractions to show how you know.
d. Order the days from least snowfall to greatest snowfall.
e. Write each fraction from the table as a decimal.
Anchorage
Fairbanks
Homer
Nome
83
___
21
___
8
2
5
10 ___
16
13
10 ___
16
a. Express all measures from the table as improper fractions.
b. Express all measures from the table as mixed numbers
c. List the towns in order from greatest average snowfall to least average
snowfall.
54
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
2. The table below shows the average snowfall in inches in the month of
January for four different towns in Alaska, over a period of 50 years.
3. In Canada, snowfall is often measured in centimeters or meters. The
table below shows the snowfall (in meters) on five different days in
January.
Jan. 1
Jan. 15
Jan. 25
Jan. 27
Jan. 31
0.059
0.2
0.05
0.132
0.012
Embedded
Assessment 2
Use after Activity 1.8.
a. Order the snowfall measurements from least to greatest.
b. Round each measurement to the underlined place value.
c. Convert the measures for Jan. 15, Jan. 25, and Jan. 27 to fractions in
simplest terms.
4. The table below shows the temperatures in degrees Celsius on five
snowy days.
Jan. 1
Jan. 15
Jan. 25
Jan. 27
Jan. 31
-8
-15
-9
-7
-11
a. Order the temperatures from least to greatest.
b. Find the absolute value of the temperature on Jan. 27.
c. Find the difference between the temperatures on Jan. 1 and Jan. 31.
Explain how you found the answer.
© 2010 College Board. All rights reserved.
d. If a day’s temperature began at -5 degrees Celsius and then increased
4 degrees, what would the new temperature be?
Unit 1 • Number Concepts
55
Embedded
Assessment 2
Fractions, Decimals, and Integers
Use after Activity 1.8.
SNOWFALL STATISTICS
56
Proficient
Emerging
Math Knowledge
# 1d, 2c, 3a, 4a
Student correctly:
• Orders the
snowfall from
least to greatest
(1e, 3a),
• Lists towns from
greatest to least
snowfall (2c),
• Orders the
temperatures
from least to
greatest (4a).
Student provides
responses for at
least three of the
items and only
one response is
incomplete or
incorrect.
Student provides
responses for at
least two of the
items and only
one response is
incomplete or
incorrect.
Problem Solving
# 1c, 4d
Student correctly:
• Determines
fractions greater
11 using
than ___
16
equivalent
fractions (1c),
• New temperature
from given
information (4d).
Student provides
two responses
with supporting
work but only
one is correct and
complete.
Student provides
at least one
response with
supporting work
but the response
may be incorrect
or the supporting
work may be
incomplete.
Representation
#1e, 2a, 2b, 3b, 3c
Student represents:
• Fractions as
decimals (1e),
• Mixed numbers
as improper
fractions (2a),
• Improper
fractions as
mixed numbers
(2b),
• Decimals using
rounding (3b),
• Decimals as
fractions (3c).
Student uses
representations
for at least four
items and only
one of the items
contains errors or
is incomplete.
Student uses
representations
for at least three of
the items and only
one of the items
is incomplete or
incorrect.
Communication
#1a, #1b, #4b, #4c
Student correctly
explains:
• How to compare
two fractions
using common
denominators
(1a),
• How to compare
two fractions
using common
numerators (1b),
• The meaning
of the absolute
value (4b),
• The method
for finding the
difference (4c).
Student gives
explanations for
at least three of
the four items,
but only two are
complete and
correct.
Student gives
at least two
explanations for
items but they may
be incorrect and
complete.
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
Exemplary
Practice
ACTIVITY 1.1
1. What are the factors of 24?
2. List the factors of 50.
3. List all of the factors of 32
4. List the factors of 17.
5. Is 12 a factor of 36? Explain your answer.
6. List the prime numbers between 21 and 35.
7. Is the number 1 prime, composite, or
neither? Explain.
8. Is the number 8 a prime number, a
composite number, or neither? Explain.
ACTIVITY 1.2
9. List all the positive factors of 32.
10. What are the positive factors of 59?
11. Which numbers below have 2 and 4 as
factors?
13 48 56 63 75 82
12. Write three numbers greater than 45 that
have 6 as a factor.
13. Use the divisibility rule for 7 to determine if
7 is a factor of 588.
14. Write a divisibility rule for the number 12.
© 2010 College Board. All rights reserved.
ACTIVITY 1.3
UNIT 1
ACTIVITY 1.4
Find the GCF by using prime factorization.
20. 18 and 72
21. 8, 12, and 24
22. Write two numbers that have a GCF of 13.
Find the GCF. Use any method you like.
23. 45 and 81
24. 15, 28, and 35
25. The Glee Club sells snack bags each day.
They have 18 granola bars and 12 apples.
How many snack bags can they make if each
bag must contain the same number
of granola bars and the same number
of apples?
26. Use a Venn diagram to find the LCM of 3
and 6.
Find the LCM. Use any method you like.
27. 13 and 15
28. 14, 18, and 27
29. Write two numbers that have a LCM of 32.
30. Suzie cuts her lawn every 7 days and waters
it every 3 days. In how many days will she
water and cut her lawn on the same day if
she cut and watered the lawn today?
15. Write the prime factorization for the
number 28.
16. What is the prime factorization for the
number 50?
17. Write the following number in exponential
form: 2 × 7 × 3 × 2 × 5 × 3 × 2.
18. Write the following number as a product of
repeated factors: 33 × 42.
19. What is the difference between 33 and 3 × 3?
Explain.
Unit 1 • Number Concepts
57
Practice
ACTIVITY 1.5
31. Draw models like the ones below to
3.
2 , __
1 , and __
find equivalent fractions for __
4
3 6
Compare and list the fractions in order from
least to greatest.
2
__
3
1
__
6
Person
3
__
Tim
4
Kate
32. Order the fractions below, from least to
greatest. Show your work.
7
10
4
2
___
__
__
___
15
5
45
9
2 of his students doing math on
33. Mr. Yan has __
6
5 playing a card game, and __
1
the computer, ___
4
12
playing bingo. Put his groups in order from
greatest to least number of students.
34. Tom and Carlos have a contest to see who
can eat the most pizza. They each get a large
pizza that is the same size, but is cut into a
different number of slices. Tom eats 7 out of
8 slices of his pizza, and Carlos eats 10 out of
12 slices of his. Who eats more pizza?
35. Three ingredients in a recipe for chocolate
chunk oatmeal cookies are
2 cup oats
• __
3
1 cup sour cream
• __
2
1 cup water
• __
4
Use mental math to determine which
ingredient amount is the greatest and which
is the least.
58
36. Order the following fractions from least to
3 , ___
3 , and __
3 , __
3.
greatest: __
7 15 5
8
37. Five friends pull straws to determine the order
they will bat when playing softball. The friend
with the longest straw bats first, the second
longest bats second, and so on. The table below
shows the lengths of their straws in feet.
SpringBoard® Mathematics with Meaning™ Level 1
Kendra
Myron
Cam
Length
2
__
7
3
__
5
4
__
9
12
___
17
6
___
11
Use common numerators to compare and
order the fractions. Then write a list for the
lineup.
38. Use the Property of One to write 3 fractions
5.
equivalent to __
9
39. Joan and her sister Tia each get a slice of a
cake their brother baked. Tia complains that
8 of
Joan has a bigger slice. Joan’s slice is ___
11
4 of the cake.
the cake, and Tia’s slice is __
7
Joan says they are the same size because
+4 = ___
8 . Who is correct? Explain your
4 ___
__
7 +4 11
reasoning.
© 2010 College Board. All rights reserved.
UNIT 1
Practice
ACTIVITY 1.6
© 2010 College Board. All rights reserved.
1
40. A recipe for whole wheat waffles calls for 1__
3
cups of whole wheat flour. How many onethird cups is this?
38 to a mixed number in simplest
41. Convert ___
4
form.
42. Compare.
89
2
a. 101___
102_____
18
1000
8
4
b. 47___
47__
7
13
17
16
___
c. ___
8
5
31
19
___
d. ___
10
6
29
2
___
e. 3___
11
9
50
12
f. ___
3___
12
13
43. These are the heights of four different golden
7 in., 22__
3 in., ___
45 in., and
retrievers: 22__
4
8
2
13 in. Put the heights in order from
22___
16
shortest to tallest.
44. Use benchmark numbers and your
knowledge of improper fractions and mixed
numbers to order the following numbers.
Draw a number line if it is helpful.
3 5 29 39
3__, 4__, ___, ___
7 8 7 10
ACTIVITY 1.7
3 = 2.75.
45. Explain why 2 __
4
46. Place the following numbers on a number
line. Then list the mixed number and
decimal equivalences.
3 , 7.5, 8.75, 7 __
1 , 7.25, 7 __
1 , 7.85
8 __
4
4
2
UNIT 1
47. Ms. Ruby found a table on the Internet that
shows the average wrist sizes for boys and
girls of different ages. When she tried to
copy it, all the numbers got mixed up. She
knows that the smallest size went with the
youngest girl/boy and so on.
Ages
10
11
12
13
Girl’s Size (cm) Boy’s Size (cm)
a. Can you help her recreate the table using
the sizes she has? Copy and complete the
table.
Girl’s Sizes: 15.570, 14.694, 15.357, 15.070
Boy’s Sizes: 16.106, 15.082, 16.601, 15.571
b. If you measure your wrist using a centimeter tape, you would be able to find a
decimal only to the tenths place value, by
using the millimeter tick marks. Round
each decimal in the table above to the
nearest tenth.
48. The table below shows the scores in meters
of each thrower competing in the javelin
throw on a simulation of the Olympic
games. The highest score wins.
Player
1
2
3
4
5
Score
94.869
94.872
87.536
87.531
95.892
Rank the players in order from first place to
fifth place.
49. Order the following amounts from greatest
11 , 3.85
1 , 3.2, ___
to least: 3__
4
3
50. Find the cost per gallon of all the grades of
gasoline at your local gas station. Round all
the costs to the nearest cent.
Unit 1 • Number Concepts
59
UNIT 1
Practice
51. Find the cost per gallon of regular gasoline
at three gas stations near you. Compare and
order the gas stations from the one with
the highest cost for regular gasoline to the
lowest cost for regular gasoline.
52. Research the cost of gasoline in different
regions of the U.S. the year you were born.
Compare and order the costs. Round each to
the nearest cent.
ACTIVITY 1.8
53. Write an integer to represent each situation.
a. 4 steps backwards
b. 12 degrees above zero
c. a loss of $25
d. a loss of 7 pounds
e. a gain of 5 points
54. Write 3 expressions that have an absolute
value of 7.
55. Who lives farther from the school, Jed or
Carlos? Explain how you know.
Jed
Carlos
0
5
Player
Phil Mickelson
K.J. Choi
Fred Couples
Johnson Wagner
Steve Stricker
Score
-6
-9
-13
-16
-10
58. Jim is monitoring his weight gain and
loss over a month. The first week he lost 5
pounds, the second week he gained 1, the
third week he gained 2 pounds, and the
fourth week he lost 7.
a. Write an expression using addition as the
only operation to show his weight gain
and loss over the month.
b. Use your expression to find his total
change in weight at the end of the
month.
© 2010 College Board. All rights reserved.
–4
School
56. Order the following numbers on a number
line:
1
-13, -15, -13.5, -14, -14 __
4
57. The table below shows golf scores for the
Shell Houston Open Golf Tournament in
April of 2008. Order the golfers from lowest
to highest score.
60
SpringBoard® Mathematics with Meaning™ Level 1
Practice
60. The highest temperature ever recorded
in the U.S. was in Death Valley, CA, and
is 134 degrees Fahrenheit. The lowest
temperature ever recorded in the U.S. was
in the Endicott Mountains of Alaska and
is -80 degrees F. Write and evaluate an
expression to find the difference between
the highest and lowest temperatures.
© 2010 College Board. All rights reserved.
59. The lowest elevation of New Orleans,
Louisiana is -8 feet. The lowest elevation of
Washington D.C. is 1 ft. Write and evaluate
an expression to find the difference between
their elevations.
UNIT 1
Unit 1 • Number Concepts
61
UNIT 1
Reflection
An important aspect of growing as a learner is to take the time to reflect on
your learning. It is important to think about where you started, what you
have accomplished, what helped you learn, and how you will apply your new
knowledge in the future. Use notebook paper to record your thinking on the
following topics and to identify evidence of your learning.
Essential Questions
1. Review the mathematical concepts and your work in this unit before you
write thoughtful responses to the questions below. Support your responses
with specific examples from concepts and activities in the unit.
How can you use a prime factorization to find the greatest common factor
of two or more numbers?
Why can you use either a fraction or a decimal to name the same rational
number?
Academic Vocabulary
2. Look at the following academic vocabulary words:
absolute value
factors
additive inverse
integer
exponent
prime number
Choose three words and explain your understanding of each word and why
each is important in your study of math.
Self-Evaluation
Unit
Concepts
Is Your Understanding
Strong (S) or Weak (W)?
Concept 1
Concept 2
Concept 3
a. What will you do to address each weakness?
b. What strategies or class activities were particularly helpful in learning
the concepts you identified as strengths? Give examples to explain.
4. How do the concepts you learned in this unit relate to other math concepts
and to the use of mathematics in the real world?
62
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
3. Look through the activities and Embedded Assessments in this unit. Use a
table similar to the one below to list three major concepts in this unit and to
rate your understanding of each.
Math Standards
Review
Unit 1
3 , __
3 , ___
8
1 , __
1. Order the fractions from least to greatest. __
8 __
3 __
3 __
1
A. ___
10 , 5 , 4 , 2
3 __
3 ___
8
1 __
B. __
4 , 2 , 5 , 10
4 2 5 10
3 , ___
8
3 , __
1 , __
C. __
2 4 5 10
1 , __
8
3 __
3 ___
D. __
2 5 , 4 , 10
2. Jody is making grape juice. She collected the juice in two
3 cup of juice and in
containers. In one container she has __
8
1 cup of juice. How many cups of grape
the other she has __
3
juice does she have in all?
Read
Solve
Explain
1. Ⓐ Ⓑ Ⓒ Ⓓ
3. Mrs. Lutz teaches four math classes during the first four
periods of each day. The table lists the average math score
for each class.
Course
Sixth Grade
Seventh Grade
Pre-algebra
Algebra
Period
Score
1
2
3
4
77
75
97
93
2.
⊘⊘⊘⊘
• ○
• ○
• ○
• ○
• ○
•
○
⓪⓪⓪⓪ ⓪ ⓪
①①①① ① ①
②②②② ② ②
③③③③ ③ ③
④④④④ ④ ④
⑤⑤⑤⑤ ⑤ ⑤
⑥⑥⑥⑥ ⑥ ⑥
⑦⑦⑦⑦ ⑦ ⑦
⑧⑧⑧⑧ ⑧ ⑧
⑨⑨⑨⑨ ⑨ ⑨
Part A: Which class score is a prime number? Explain why.
© 2010 College Board. All rights reserved.
Solve and Explain
Part B: Draw a factor tree to show the prime factorization
of the average score of the second period class.
Unit 1 • Number Concepts
63
Math Standards
Review
Unit 1 (continued)
Read
Solve
4. This chart shows the statistics for kickers during a recent
football season as reported by the National Football League.
NATIONAL FOOTBALL LEAGUE
Explain
Kicking Statistics
Team
Percent
Decimal
Atlanta Falcons
0.90
Carolina Panthers
0.85
22
___
New England Patriots
25
Jacksonville Jaguars
93%
Miami Dolphins
25%
Indianapolis Colts
Fraction
79
____
100
Part A: Complete the chart by changing each given number
to a decimal, a fraction in lowest terms, or a percent.
Part B: Explain why the percent, decimal, and fraction
representing the kicking statistics for the Atlanta Falcons
are equivalent.
22 to a
Part C: Describe how to change the fraction ___
25
decimal and a percent. Be sure to name any property
that is used in this process.
Solve and Explain
64
SpringBoard® Mathematics with Meaning™ Level 1
© 2010 College Board. All rights reserved.
Solve and Explain